The teachers massively resigned from the Institute of Psychology. From the Institute of Psychology, the RGGU massively dismissed teachers of the Federal Agency for Education

As the associate professor of the Department of Psychological Counseling Marina Novikov-Grant wrote in his statement, "I can't work under the guidance of people who demonstrately neglect the interests of science and education. It insults me as a scientist and as a teacher. " That under this wording implies the teacher, we tried to find out from Marina Wilhelmovna.

The conflict of the teaching staff with the leadership of the university began in March of this year, when Evgeny Ivakhnenko became the new rector of the RGGU. Then to leave the walls of the educational institution offered such prominent teachers as Yuri Mann, which is the largest specialist in the work of Gogol, Nina Pavlova, a member of the Goethe International Society, Academician of the Russian Academy of Sciences Vladimir Domo, theater Vadim Guevsky, Linguist Alexander Militarev. However, when the incident became the public domain, Evgeny Ivakhnenko denied the information. Later, a number of teachers were reduced not so famous - hourly and working part-time. According to the remaining, the load increased them at times and persistently proposed to replace dismissed, despite the fact that the remaining teachers were not experts in other areas. According to teachers, such an attitude significantly reduces the quality of education. In response to such measures, part of the teachers decided to write deposits.

During the work of the new rector, there was a completely unacceptable situation, "says Marina Novikova-Grund. - And absolutely not because of his personal qualities. It cannot be accused of the fact that the university in a terrible financial crisis, it happened before him. He just ran into a situation from which he does not know how to get out. Apparently Evgeny Ivakhnenko listens to the advice of those people who brought the university to such a situation. And he just in order to optimize cougged all the connectedness. curriculum. He arranged a crazy personnel, when most teachers reading small courses were dismissed. Conducted entire departments. We kept until the latter and went compact, because it is very important for us to preserve the direction in psychology. Now for us the main problem is the preservation of the team of the institute. Here worked unique, piece specialists. Each of us is separately disappeared, but the direction of cultural and historical psychology, very popular and promising, will be lost. All over the world, the society of Vygotsky is open, we come for experience from around the world. We have a program that many borrow. After our departure in RGUH, it will simply won't. To understand what the feature of our direction is an example - among other things, I read the author's course of linguistics for psychologists. It was dedicated to how to analyze defaults in the text, how to reconstruct not said, and with a mathematical apparatus. Nowhere, except for our university, there were no such courses. If specifically determine where the knowledge that we gave is used .... Not so long ago, I made a criminalistic examination of what one very famous attack, who killed a huge number of people. He lied, confused the investigation, intentionally carried away perfect nonsense, and well and convincingly. However, I managed for what exactly he said, find out not only where he is lying, but also find what he buried. According to pretexts, unions, defaults and other things. Elena Evgenievna Kravtsova, our director, made a course continuing education For working with orphans. Crowds come to it. And she is also fired too. However, technical staff, library, publishing staff, and this is a systemic problem in the RGU, and not the result of a change of leadership from the university.

But what "MK" reported in the press service of the RGGU.

The leadership of the RGGU emphasizes that educational process The situation with the Vygotsky Institute will not affect. Classes are conducted on schedule. As for the submitted statements about the care of employees, each of them will be considered individually, perhaps someone will decide to revise their intentions. In any case, we have already received a number of applications from a number of outstanding scientists who want to take these positions.

The Scientific Council has repeatedly discussed the issue of the Institute of Psychology. At the end of 2015-2016 school year, Ustrimeier, rose the topic of actual call to the strike, which is a violation of labor discipline (E.E. Kravtsov is called E.E. Kravocovov - Ed.)

Institute. L.S. Vygotsky is not independent legal entity - This unit (faculty) of the University, Institute of Psychology. L.S. Vygotsky RGGU. At the same time, the management of the Institute of Psychology. L.S. Vygotsky behaves as an administrative unit absolutely independent of the RGGU, and indeed, it seems that the director of the institute, and not the rector of the RGU, is their employer.

Training load, hours, practitioners and so on fully comply with the orders of the Mind of the Russian Federation. And the claims to the recoor look at least strange.

At the same time, the University's leadership is obliged to act in the interests of students. The demarche of a number of teachers of the Institute of Psychology is undertaken at the moment when the semester schedule has already been compiled and training activities began. To date, a number of initiative proposals from leading psychologists of Russia, who are ready to conduct classes, rector received a number of initiative proposals from leading psychologists.

It should be noted that the current leadership of the Institute of Psychology, systematically seeking to attract students to their side, in fact acts in incision with the interests of students and graduates. An eloquent example can be the fact that neither director of the institute, nor his deputies came even on the presentation of diplomas to graduates in July of this year. Teachers skip and break occupations. The institute employs about 40% of teachers without profile psychological education. More than 50% of disciplines in all directions are not provided methodical materials. Presented educational programs Does not correspond to the level of requirements imposed on the university methodical support. Educational plans require refinement in accordance with the requirements of federal state educational standards.

However, the press service reports, the administration of the university is ready for a constructive dialogue on these and other issues of the Institute.

Calls for a strike is a perfect thing, "says Marina Novikova-Grund. - When in April, students understood that everything collapses, they asked us "What do we do to stop it?". They wanted to go out with protests. We literally kept them by arms. We said that it is not necessary not because it is not effective, but because we did not have the right to pull into these disassembly of students. We said: "If you respect us, you will not leave anywhere." And they obeyed us, although they were determined for us to pop up.

In response to the statements by the press service of Elena Kravtsov in Facebook writes:

Everything that the press service says is a lie. I never called for a strike. You can ask about it from those teachers who did not apply for dismissal.

But what they write former students about what is happening on Psychiatry RGUGU.

Oh how bad! Who is in the RGU stayed?! Of course, we are very lucky to learn there before. The Institute of Psychology is not the one. Sad.

And I'm sorry for me! This year I had to open a magistracy on psycholinguistics, now everything.

No, I will think that young people do not understand your course, because it is no more.

Thank you for us! For exciting lectures, for thin humor, for good books And for what was for us an example!

The Ministry of Education and Science of the Russian Federation, according to Intefax, also responded to what is happening.

"The ministry is interested in all the rights of teachers to be protected, and in parallel with the inspection will oblige the administration of the university to hold a conversation with each of the teachers, individually understanding in a situation. No matter what results did not show the test, it is unacceptable for the formation of the workflow so that this process is unacceptable. The discontent of the essential part of the pedagogical team, "the press service reports to the agency said.

Put on That Hotel California, Dance Around Like I "M Insane. © Lana Del Rey

I learned about special psychology, the 6th presentation of diplomas. I can say that there are several strong teachers who give a good theoretical base on the general (anatomy and physiology of the central nervous system, the Basics of the GNI, general psychology) and some special subjects (psychology of persons with ZPR, with PDP, RDA). But some of these teachers teach both in Moscow State University.
In general, even in the lecture part there are no practical-oriented training precisely for the chosen specialty, the maximum is told about psychodiagnostics. Further stages of working with the client are considered as a listing, there is no training on them. The exception was only on working with children with violations of speech, but the correction was considered more from a speech therapy point. Transfer of psychocorrection techniques, so to speak, there is no first hand.
Practice is also not. So that it was, the university should conclude contracts with institutions and disassemble them for the fact that those run students. IP RGUI concludes all contracts on a mutually basis, allegedly too poor for this. As a result, all visits to institutions for children with different species Dysontogenesis (this specialty is to work with which the specialty is directed) were limited to the "excursion", where what is the office. Children with violations and developmental deviations we often have not seen in a particular institution.
Since there is no normal cooperation with these institutions, the contingent for course research we were looking for themselves. And whether it is necessary to say that now students from the street are barely let secondary schools? You can more or less dial the sample of mentally retarded, but it is a tukhlyak. With a creak, you can try to organize the sample of younger students with the CPR, but it is rather an exception (one teacher has a spectacle agreement with one school with classes of Cro, where these children are trained. But this is a teacher not from the Department of Specials, and in general this school will soon break. With her contacts. I think so because she wrote the graduation research).
Teachers from the Department of Special Psychology on You PHY (their 3 people). If you write a course, they do not read it (I wrote from two of these three). He wrote from them, since not every teacher from another department "will take" you with the topic related to children with development deviations. And even if he takes, his consultations will not concern children with deficiencies in development, they will only affect the norm (which, in general, is understandable).

Plus an obstructive training organization. Up to 4 course inclusive has a brain with general education objects, while many specialized - weak even theoretical preparation, and practical, as I said, is simply no or it is inferior to reading literature. There were multiple cases of duplication of objects when a couple of years in a row one and the same course was read different teachers (in particular, neuropsychology, family counseling). The same group was made by the psychology of the deviant, and the psychology of deviating behavior as various subjects. Sometimes 2 subjects are called a little differently, but in fact it is one same (we had psychological and age-psychological counseling. Well, the teacher was the same and the same separation was not, everything was read in the age aspect).
Some teachers are simply incompetent, but this does not care anyone. Some may for the set time (and it can reach up to 3 pairs in a row on the same subject) to naturally tie discussions for foreign topics (as in Russia terribly live, what are the stupid teachers and parents). Some smearly so only asks for reading on the subject and in class only ask to tell you read, they do not outline themselves, even working in this area. As if came to the bunch. We had this, for example, with psychology of persons with violations of vision.

In general, the workload of the schedule is large, and the fuck you do not come to most of the items. In the end, you spend in the RSU 23 hours a day, but a sense - 0.
In general, in connection with the elimination of the training department, the training department has become squeezed. If I remember correctly, the specialty remained on clinical psychology, but not everyone will go there.

I hope not tired.))) But, by God, do not go to the RGGU.

Having received unprecedented popularity in the late 90s. The last century, the specialty of the psychologist all this time holds the leading position in the ratings humanitarian educationAnd the competition for the psychological faculties of Moscow universities remains consistently high for more than ten years. But, as in any industry with high demand, there is a huge (and not always a high-quality) offer. Let's try to figure out which universities of Moscow are preparing the best specialists in the direction of "Psychology", and which specializations exist.

Medical: First State Moscow Medical University. THEM. Sechenov and Moscow State Medical and Dental University

Mentioned medical universities in Moscow are preparing not psychologists, but psychiatrists: doctors specializing in mental illness. In other words, graduates of "First Honey" and "Stomat" have a full legal and moral right to treat patients not only in a word, but also to the matter - to write them medicines, carry out procedures, etc.

From this circumstance, it is an incredibly high competition even on the contract form. And if you consider that almost everything (or even everything) places in the direction " Clinical psychologyIn 2011, the designers were most likely employed, the applicants would have to upset. However, the cost of learning in these universities of Moscow at the specified specialties is relatively low. In addition, a graduate with a diploma in the specialty "Clinical Psychology" of the prestigious medical university of Moscow, without difficulty will find a good position with salary from 40,000 rubles, even without work experience.

The oldest: Moscow State University. M.V. Lomonosov

From non-medical, preparing specialists in the field of psychology, in the first place, as expected, turned out to be MSU. With an average competition of 5.01 people in place, applicants have the opportunity to choose many specialties:

• Clinical psychology
• General psychology
• Psychology of Personality
• Social Psychology
• Labor psychology and organizational psychology
• Psychophysiology
• Development Psychology I. age-related psychology
• Pedagogical psychology
• Security psychology
• Psychology of developing innovative Education
• Psychology conflict
• Psychology of negotiations
• Organizational psychology
• Psychology Sports

Psychological education in Moscow State University is considered to be one of the most fundamental in Russia, there are many famous psychologists at the university, and after the end of this university, the graduate will be considered, even if he does not have experience. The only minus of the psychological faculty of Moscow State University is a great contest and the highest cost of learning.

Elite: International Institute of Public Service and Management (Rags)

No institutions of psychology in Moscow on the criterion of elitism can not compare with the International Institute public service and management that is part Russian Academy Public service under the President of the Russian Federation. To enroll in this Institute of Moscow to the specialty "Psychology" (Bachelor, 4 years) is quite difficult: in 2011 it was necessary to gain a minimum of 198 points on the EGE from 300 possible, and at the non-blank will have to pay 160,000 rubles per year. But the separation of "official activity psychology" (specialist, 5 years) gives hope: only 106 points on the exam of 300 possible, but training on a fee will cost 180,000 rubles per year. Having finished this department International Institute civil service and management, a graduate can easily find work as a training manager or a business consultant in a large company.

Classic: Institute of Psychology. L.S. Vygotsky (RGU)

The Russian State Humanitarian University, and more precisely its division is the Institute of Psychology. L.S. Vygotsky - gives applicants the opportunity to choose one of four faculties: the Faculty of Social Psychology and Pedagogy, Faculty of Psychology, Faculty of Medical Psychology and the Faculty of Psychology of Education. The problem of this Institute of Psychology in Moscow is only one: all 4-10 seats are allocated from the budget, which means the competition reaches 20 people in place. Minimal score The EE, depending on the separation ranges from 136 to 167 (out of 300 possible), and the cost of learning (in the day office) is from 124,000 to 168,400 rubles per year. However, many will pose that this Institute of Moscow does not need to provide the result of the ege mathematics.

Available: Moscow City Psychological Pedagogical University

Our list of universities in Moscow, giving good psychological education, will be incomplete without the Moscow City Psychological and Pedagogical University. For many faculties of this educational institution, it is much easier to enter than in the Moscow State University, and with the non-blank points, it will be noticeable to study here. Meanwhile, in the midst of psychologists, diploma this university Moscow is valued. In the MGPPU, it is worth trying to go to applicants who are planning to work with children in the future. After graduating from the university, they will be able to quickly find part-time work in schools or development centers with salary from 10,000 rubles, and with complete employment - from 20,000 rubles.

If the above results seem to be an attorney unattainable, and psychology is its vocation, it is worth considering the unpopular state universities of the psychology of Moscow or others

Director and more than ten employees of the Institute of Psychology. L.S. Vgotsky during the RGUs quit because of the plans of the new rector of the university Evgenia Ivakhnenko to optimize the state and increase the burden on teachers

One of the buildings of the RGGU in Moscow (Photo: LORI)

Leading teachers of the Institute of Psychology. L.S. Vygotsky Russian state-owned humanitarian University (RGGU) wrote applications for dismissal due to personnel policy of the new Rector of the university Evgenia Ivakhnenko. Messages about the dismissal of teachers initially appeared in the University staff in Facebook. . Mass care of the Institute staff confirmed RBC Teacher of psycholinguistics, candidate of science Marina Novikova-Grund. According to her, not less than 12 employees of the Institute, including its director, doctor wrote all the application for dismissal. psychological Sciences Professor Elena Kravtsova.

Institute of Psychology. L.S. Vygotsky was founded in the RSU in 1995. As part of the institute was initially only one department, and the training was held about three dozen students. IN currently The Institute includes two faculties, 11 departments, training in it employs more than 1,500 students and undergraduates, and the faculty includes 97 teachers, it is stated in the certificate of educational institution On the website of the RGGU.

The problems of the Institute staff began after election to the position of Rector in March of this year, the Zavka-Fedroy of the Social Philosophy of RGGU Evgenia Ivakhnenko, says Novikov-Grund. The new rector announced plans to optimize the staff of the institute in order to save funds with the redistribution of additional load on the remaining teachers. "At the same time, the load already accounted for 900 hours, which is incredibly a lot. As a result, experts in their field tried to hang courses that they simply could not lead, because there is no teaching of universal replacement, "explains the teacher.

The director of the Kravtsov Institute, continues Novikova-Grant, refused to optimize the state, because of this, the instruments began to be pressure. In particular, employees of the university deprived the opportunity to determine their schedule, and shortly before the massive dismissal of Ivaknenko's employees, according to Novikova-Grund, refused to approve the staff schedule of the Institute. There were also interruptions with vacation payments, teacher says. "As a rule, lets from teachers begin on July 8, before that the number of employees should be listed holidays, but in full, it was done in the last summer. People with incomprehensible interruptions dripped on their accounts for 3-5 thousand rubles. Young teachers with children to live two months for this money was simply impossible, "said Novikov-Grund. All this, she summarizes, forced teachers and director to write a statement for dismissal.

Ivakhnenko at the time of writing material was not available for comment. The press service of public relations and the media RGUGU informed RBC that the educational process was informed with the institute. L.S. Vygotsky will not affect. "Classes are conducted on schedule. As for the submitted statements about the care of the employees of the Institute of Vygotsky, each of them will be considered individually, "the press service said.

Federal Agency for Education

State educational institution Higher vocational education

RUSSIAN

State Humanitarian University

Institute of Psychology. L.S. Vygotsky

Rules for writing exchange rate and diploma work by students of all specialties and specializations of the Institute of Psychology

Moscow 2007.

1. General Provisions. 3.

2. The structure of the graduation or course work .. 4

3. Design of work .. 7

4. Criteria for the evaluation of thesis .. 8

1. General Provisions

Course or thesis is independent educational and research, educational and methodicalor Teaching and practical Student project. In accordance with this, it must comply with the requirements for research or methodical publication: contain logically built-in theoretical and correctly conducted empirical parts and be decorated in accordance with the established norms (see below).

Unlike a course, which is the result of the work during one school year, a diploma is a systematization of diverse knowledge received by the student for the entire period of study at the university, checking the ability to use research, diagnosis and design techniques, as well as the degree of graduate preparedness to fulfill their professional duties in as a specialist in the field of psychology.

A qualitatively performed graduation or course work Must testify to the student's skill: clearly formulate the problem and evaluate its relevance; substantiate the selected methods for solving the tasks; independently work with literature and other information and reference materials; Select the necessary information, analyze and interpret them, as well as represent them in a graphical or other illustrative form; make reasonable conclusions, give practical recommendations (as appropriate); express your thoughts competently literary language, correctly work out work.

Course or thesis should be psychological in its subject and methods of its analysis and can be devoted to any meaningful field of psychological science and / or practice. Mandatory is not to use any specific methods Or a certain amount of them, and systematic data collection and a strictly evidential nature of the presentation of the content. It is unacceptable to substitute scientific work scientific and popular, metaphysical or journalistic texts. In general, work should be aimed at achieving objectives formulated in its introduction and should not contain unscrupulous provisions (untested or unverified scientific methods statements).

The subject of the thesis should correspond to the specialty that the student receives at the end of the university. At the same time, it can be written on any of the Department of IP RGGU. Restrictions on the subject of exchange work is not introduced.

Course works are written by students on 2, 3 and 4 courses, thesis - at the 5th year under the guidance of scientific leaders - teachers and IP employees. L.S. Vygotsky RGGU or other psychological organizations in Moscow (having a scientific degree of a candidate or doctor of psychological sciences). All work is subject to mandatory protection:course - at a meeting of one of the departments of the IP, theses are at a meeting of the GAK. Writing coursework and thesis without scientific leader not allowed.

By genru Course or thesis may be a research, methodical or applied.

Course or thesis is researchIf it is aimed at theoretical explanation of certain psychological phenomena and on the empirical study of their characteristics.

Work is methodicalif it is connected with the development of new or improvement of existing funds and methods of psychological diagnosis, impact or research (including with the verification of their reliability, validization, standardization, etc.), as well as with the analysis of the comparative efficiency of several methods (for more details, see In Appendix No. 1).

Work is considered appliedIf it involves a solution to any practical problem and includes a description of the procedures actually in this direction (see Appendix No. 2).

In the second year, writing coursework, which represent literary reviews on the problem under study. Overview courses for 3 and 4 courses and reviews, as well as purely theoretical diplomas are not allowed. It is also not allowed to count the translations performed by students from foreign languages \u200b\u200bas a course or thesis.

2. The structure of the graduation or course work

Course or thesis must necessarily include a title page, a table of contents, an introduction, aware-theoretical and empirical chapter, conclusion and / or conclusions and a list of used literature, as well as applications if necessary. It is also possible to allocate a separate theoretical chapter.

1. V. Administered Theses are denoted relevance of work, problem, on the solution of which it is directed, briefly describes it goal and tasksas well as her Theoretical and methodological basis, denotes the genre of work. In the case of research, it is necessarily formulated General hypothesis. Also, if possible, indicate theoretical and practical value Work. In addition, the introduction may describe the sample used, the techniques used are listed, the structure and volume of exchange rate or thesis are indicated.

In the case of research work, this chapter is devoted to considering the approaches to the development of the set or similar problems existing in the domestic and foreign psychological literature. The chapter should adequately reflect the state of the problem being developed at the time of writing work, contain a critical analysis of the existing approaches to its solution, indicating which features of existing approaches do not allow to consider the problem solved and require its further development. Summary Theoretical views and empirical results of other authors are accompanied by a meaningful analysis of directions, trends, problems allocated by the author of work in the covered area of \u200b\u200bresearch. Showing "White Spots", contradictions in positions and results obtained, open methodical problems conducted studies. The methodological and theoretical position of the author is formulated. The survey and theoretical part of the work is completed by a brief summary and a logical transition to the empirical part of the study.

The result of writing an overview chapter should be:

Clarification of supplied B. problem problems,

Staging and justification of the theoretical hypothesis of the study, which is determined in which direction it is necessary to look for resolutions of the formulated problem,

Statement of general tasks of work concerning both the location of the general theoretical resolution of the problem and specific experimental or other verification procedures for the study hypotheses,

Ronated transition to the empirical part of the work.

In the case of methodical work, the content of the review chapter is mainly due to the analysis of the psychodiagnostic methods existing in this area, experimental procedures or ways of impact, and the fitting of new developments in the existing context. The result of writing the chapter acts proof of the need to develop and test new methods and procedures that the author offers.

In the case of applied work, the review chapter turns out to be devoted to the description of the practical difficulty and methods of its overcoming existing so far, including their analysis strong Parties and disadvantages. The result of writing the chapter is the explanation of the practical difficulties that the author faced, and the allocation of the criteria for the effectiveness, which should be satisfied with possible solutions (including author).

The review-theoretical part of the graduation or course work should not be secondary, i.e. Constructed solely on the reproduction of reviews made by someone earlier in the analyzed area. The value of the review is also determined by the fact that it contains a new material for specialists in this field (i.e. the author should not be limited to the presentation of works known to those skilled in the art and to it).

Work must contain own proposals aimed at solving the problemoffered by the student. This part of the work may compile a separate theoretical Chapter, and can perform paragraph of the overview and theoretical chapter.

3. Empirical or experimental head Dedicated to the description of the methods and presentation of the empirical results of that research, methodological or applied work, which was done by the student. This chapter should also have a name reflecting its content.

IN research work This chapter presents the reader of the procedure for checking experimental hypotheses aimed at testing the truth of the proposed theoretical constructions, and the results obtained here. IN methodical worksIn which there are no obvious hypothesis, the chapter describes the measures taken to highlight empirical indicators, checking or improving the reliability and / or validity of developed, improved or compared methods. In applied jobs in which hypotheses are also absent, this chapter records the procedures for solving the practical problem obtained in this process results. In this case, the chapter also contains an assessment of the effectiveness of the proposed solutions.

In all genres of work, this chapter includes the rationale of the methods used, which contains a response, why these methods were used and what their advantages were used before (if any).

Description methods suggests:

Description of tasks that performed subjects and the instructions they received

Characteristic samples From the point of view of those signs that lie at the bottom of the selection of the subjects. Such signs are the qualities of the subjects associated with the subject matter, as well as their demographic characteristics, such as age, education, profession, experience, etc. For example, all subjects - students-psychologists of 1-2 courses, or adults with higher education, or children of preschool age.

A description of what recorded quantitative and qualitative indicators, and how fixed during the study was made.

In addition, it is necessary to describe the procedure of empirical work.

For a more visible presentation of research methods, stimulous material or questionnaires are recommended to be placed in the applications to the course or thesis. This recommendation turns into a requirement if the methods used are copyrighted.

After the characteristics of the methods are set out results and described procedure for processing, including methods used mathematical statistics . The results of the work must be submitted to the reader understandable. Primary data is transferred to a convenient form - graphics or tables for perception, demonstrating the quantitative ratios of the data obtained. In addition, some primary protocols are most indicative in terms of the interpretation of the research results, can be given in applications.

After the presentation of the results produced them interpretation - an explanation of what the results obtained from the point of view of hypotheses formulated in work, or its methodical or applied purposes. It is also necessary to correlate the results with the available in other works. In the absence of a meaningful interpretation, term or thesis cannot claim a positive assessment.

4. The main results of the graduation or course work are fixed in the form Conclusionsand conclusions. They are formulated on the basis of all the work done and the interpretation of the results obtained. It is advisable to represent the conclusions in the form of a numbered list.

3. Design of work

Thesis or term paper should be decorated on one side of the A4 paper sheet according to GOST 9327-60. It is allowed to represent tables and illustrations on the sheets of A3 format. Text should be printed after 1.5 interval using the Times New Roman font Kehal 14, observing the following field sizes: left - at least 30 mm, right - at least 10 mm, upper - at least 15 mm, low - at least 20 mm . Paragraphs in the text should be started with an indent equal to 12 mm.

The diploma gives up for intertwined form.

The title work sheet must contain (see Appendix No. 3):

The full name of the university, the Institute and the Department, where the work was prepared,

Designation of the type of work (term or graduation),

Job title,

Family student who wrote work

Surname held the position and scientific degree of the supervisor,

Place and year protection.

The title page should follow the table of contents in which the names of chapters, partitions and paragraphs are indicated indicating the corresponding pages. No applications are not made.

After the main text of the work, the requirements for which are set out above, follows bibliography, built in alphabetical order, containing the full name of the sources of references and their output. The list of literature should be presented both basic, which have become classic in this area of \u200b\u200bwork, and "fresh" publications reflecting modern level Developing a solved problem. For the course students of senior courses, the presence in the list of work in foreign languages, which are indicated after Russian-speaking sources also in alphabetical order. For the graduation work, the presence in the list of literature of foreign language sources is mandatory.

Links to literature placed in the text of work should contain the name of the author and the year of the publication of the work on which the reference follows (the design of the bibliographic description of the sources and the list of literature, see Appendices No. 4 and 5). When quoting in the text, it must be referred to a link to the quote source with an indication of the page on which the citized text is located.

After the list of references are placed applications. Applications are necessarily numbered and are deployed in accordance with the content of the material placed in them. The reference to the application is mainly done by specifying the application number (for example, (see Appendix No. 1)).

Applications should be given to the reader of the work the opportunity to make a complete picture of the study - its methodological database, obtained results and methods of processing, and the ability to check the calculations and conclusions. Therefore, the information contained in the applications must be accurate and complete.

The applications take place: texts and keys methods; primary data tables; results of statistical processing of the data obtained; Volumetric graphs, histograms, drawings and diagrams that would look cumbersome in the main text of work.

In addition, the application includes data on the piloting techniques; Individual data (fully, selectively or single for example) - protocols of filling techniques, interview protocols, observation protocols and other materials.

4. Criteria for the graduation work

The main qualitative criteria for the grades of thesis are:

1. The relevance and novelty of the topic;

2. The adequacy of the domestic and foreign literature on this topic;

3. completeness and quality of the collected empirical data;

4. The validity of the involvement of certain methods for solving the tasks;

5. Depth and validity of the analysis and interpretation of the results obtained;

6. Clarity and literacy of the presentation of the material, the quality of paperwork, accounting for these "rules";

7. The ability to vanct theoretical and practical issues of the thesis, depth and correctness of answers to the questions of the members of the GAK and the observation of the reviewers.

Evaluations "Excellent" deserve diploma work, the topics of which are scientific, methodical or practical interest, indicate the use of adequate analysis techniques, modern methods and solutions to the tasks set. The structure of the work, rated on "excellent", should be logical and comply with the goal. In its conclusion, clear, reasonable conclusions should be presented, contributing to the resolution of the problem and the outlook of its further development.

The work should be written by a literary language, carefully adjusted, the science and reference apparatus - to comply with the current GOST and this "Rules", contain applications in the form of schemes, tables, graphs, illustrations, etc.

Condition of receipt excellent evaluation They are brevity and logical of the introductory word of the student, which reflects the main provisions of the thesis, as well as clear and reasoned answers to the questions of the members of the GAK.

In cases where the thesis does not fully meet the requirements listed above, it is estimated at lower score.

Evaluation for a diploma can be reduced in the following cases:

Registration

1.1. Availability of defective typos and missed lines.

1.2. No tables of tables, graphs, histograms.

1.3. Lack of explanations and symbols to tables and graphics.

1.5. Lack of "Introduction" or "Conclusions", or both.

1.6. The presence of errors in the design of the bibliography: a lot of "deaf" footnotes (when there is a footnote to the author idea, but there is no reference to the work itself, where this idea is discussed).

1.7. The presence of errors in the design of the bibliography: the list of references is not performed according to GOST.

1.8. Skip in the table of contents of individual paragraphs or even the heads.